How can student learning be improved by creating project based curriculum that gives access to all students? I explored this question through creating a project based curriculum for a three dimensional solids unit for a tenth grade geometry course. After completing this project I reflected on its creations and reasoning. I looked at my personal learning and how this contributed to my professional growth and development. I reflected on the research I did and how it impacted my project. Another important part I reflected on was what the implications and limitations this project has. Furthermore, I reflect on how my research question informs me of what needs to be done next. Then finally I share what the benefits to the academic community are. This chapter will be my analysis and reflection of the following six topics; personal learning, literature, project implications, project limitations, future research, and project benefits.
Reflection
Personal Learning. What did I learn by creating this project? My learning can be
broken down into three parts. What I learned as a researcher, writer, and a learner. Those three roles are what evolved while creating and writing this project.
As a researcher I learned that there is a lot of different information out there. One of the things that I struggled with was finding articles and sources that worked directly with my topic. It was challenging to find specific articles. I had to change the search terms and find semi related topics to combine into what I was looking for as a researcher. A lot of the research done for project based learning wasn’t for mathematics, but for other
subject matters, so I had to connect the mathematical understanding research with the project based learning research. I had to integrate the two strands of research for my paper. This leads to what I learned as a writer.
I am a practitioner not a writer or researcher. I found that out while doing this project. I found it difficult to articulate my findings from my research. I think that when I finally did the project and executed what the research said I had a better understanding of what it was really saying. Writing about it meant nothing until I could practice what it was saying. Once I had put into practice what the research was saying I was able to go back and write about it. That leads into what I learned about myself as a learner.
Like I said above I am a practitioner. I do best with project based learning myself. I needed structure, reflection, and clear goals. I liked the ability to have choice in what I was doing, but I needed deadlines and expectations or I couldn’t finish what I was doing. My students and I have that in common.They are self driven, but they sometimes lack focus and structure. The literature suggested that project-based learning was done best with a lot of these traits.
Literature: There are four main pieces of literature that gave focus to my project.
They are as follows; the five mathematical proficiency strands (Kilpatrick et al., 2001) and the five process standards (NCTM, 2000), the seven essential skills for project based learning (Larmer & Mergondoller, 2010), and the standards based best practices
(Huetinck & Munshin, 2008). Using all four of these researchers will allowed for best practices to come out when planning the curriculum. One main take away from Larmer (2016) was the idea that not all mathematical ideas could be taught with project based
learning, but needed to be intermixed with direct teaching of skills and understanding How does using this literature help give access to all students?
Project Implications. Students will learn better given because students are
creating their own understanding and therefore develop an understanding that is unique to them with project based learning (Han et al., 2015). What this means about the project is that project based learning should be worked into more curriculum. This project gives teachers a guideline and executed example on how to implement project based learning with the structure that supports all learners. I want teachers to be able to use this as a guide on how to write more units and create more projects that are specific to their students. However this is just one unit done to a specific state and district.
Project Limitations. The project does have some limitations because it is written
for one state and district. It is limited in focus but hopefully can be spread to other states standards and district curriculum. It is also limited by the idea that it is only done for one unit and two learning objectives or goals. The reason only one unit was completed was because of time. Also for time sake the project was not implemented and tried on students with data collection. That would be a topic for further research.
Future Research. Implementing the curriculum would be the next step in this
process. After implementation three things could be done: data research on student learning, peer editing, and review of curriculum. Also, further units can be created to make an entire course of project based learning. I would do this further research in three steps.
The first step would be to collect and then analyze data through the lens of an improvement in student learning. The literature did say that student learning would improve through project based learning (Larmer & Mergendoller, 2010). Data collection on pre and post assessment and further research into how to assess student learning would need to be done. Then analysis of the data for shortcoming and needed changes in the curriculum.
The second step would would be to conduct the peer review referenced in chapter three. Teachers who are teaching the course have already reviewed the written
curriculum. There would need to be reflection and analysis of the data done from step one to offer changes and personal preferences to the curriculum to better meet the needs of the students. Then from there step three could begin.
Step three entails creation of a course based in project based learning. Extending what I have learned and the other teachers have learned to other units within the
geometry course. This would allow students to see the benefits of project based learning by repeating the practice. Once this is done there will be a project based learning course to follow. This will allow me to share with others what I am doing.
Sharing and Benefits of the Project. This project will contribute to the
community because it is a research based curriculum that is designed to meet student needs through best practices of project-based learning and standards based learning. I will share this project with my school and district community as an example of how best to implement project based learning.
In summary this project helped answer the following question; How can student learning be improved by creating project based curriculum that gives access to all
students? The project did this by using best practices of Larmer and Mergendoller (2010) and Larmer (2014, 2016) for project based learning. It used standards based instruction from Huetinck & Munshin (2008). It intertwined the mathematical teaching principles of Kilpatrick et al. (2001) and NCTM (2000). Creating this curriculum will allow access to all students by using these research based practices for project based learning (Huetinck & Munshin, 2008; Kilpatrick et al., 2001; Larmer & Mergendoller, 2010; NCTM 2000). Sharing this example curriculum will allow teachers and educators access to a plan for project based learning. I hope that this will allow other educators to continue the work and do what helps all students achieve their goals.
BIBLIOGRAPHY
Boaler, J. (2006). Urban success: A multidimensional mathematics approach with equitable outcomes. Phi Delta Kappan, 87(5), 364-369. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ773981&site= ehost-live; http://www.pdkintl.org/kappan/k_v87/k0601toc.htm
Boaler, J., 1964. (2000). Multiple perspectives on mathematics teaching and learning. Westport, CT: Ablex Pub.
Bottge, B. A. 1., Ma, X., Gassaway, L., Toland, M. D. 1., Butler, M., & Cho, S. (2014).
Effects of blended instructional models on math performance. Exceptional Children,
80(4), 423-437. doi:10.1177/0014402914527240
Cogger, S. D. 1., & Miley, D. H. 2. (2012). Model wind turbine design in a project-based middle school engineering curriculum built on state frameworks. Advances in
Engineering Education, 3(2), 1-23. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=89165020&site=e host-live
Dole, S., Bloom, L., & Kowalske, K. (2016). Transforming pedagogy: Changing
perspectives from teacher-centered to learner-centered. Interdisciplinary Journal of
Problem-Based Learning, 10(1), 45-58. doi:10.7771/1541-5015.1538
Glazer, E., 1971. (2001). Using internet primary sources to teach critical thinking skills
Gordon, S. P. 1. (2016). The flavor of a modeling-based college algebra / precalculus course. UMAP Journal, 37(1), 65-82. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=115383172&site= ehost-live
Greenes, C. E., & Rubenstein, R. N. (. N., 1947. (2008). Algebra and algebraic thinking
in school mathematics, seventieth yearbook. Reston, VA: National Council of
Teachers of Mathematics.
Grinstein, L. S., & Lipsey, S. I. (. I. (2001). Encyclopedia of mathematics education. New York: RoutledgeFalmer.
Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (stem) project-based learning (pbl) affects high, middle, and low achievers differently: The impact of student factors on achievement. International
Journal of Science and Mathematics Education, 13(5), 1089-1113.
doi:10.1007/s10763-014-9526-0
Harris, C. J. 1., Penuel, W. R. 2., D'Angelo, C. M. 1., DeBarger, A. H., Gallagher, L. P. 1., Kennedy, C. A. 4., . . . Krajcik, J. S. 5. (2015). Impact of project-based
curriculum materials on student learning in science: Results of a randomized controlled trial. Journal of Research in Science Teaching, 52(10), 1362-1385. doi:10.1002/tea.21263
Henderson, K. B. (1969). Teaching secondary school mathematics. Washington, D.C.:
Heyl, A. (2008). Fostering engagement for students from low-socioeconomic status
backgrounds using project-based mathematics. ().Online Submission. Retrieved
from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED501239&site= ehost-live
Huetinck, L., & Munshin, S. N. (2008). Teaching mathematics for the 21st century:
Methods and activities for grades 6-12 (3rd ed.). Upper Saddle River, N.J:
Pearson/Merrill Prentice Hall.
Karaçalli, S., & Korur, F. (2014). The effects of project-based learning on students' academic achievement, attitude, and retention of knowledge: The subject of 'electricity in our lives'. School Science & Mathematics, 114(5), 224-235. doi:10.1111/ssm.12071
Kilpatrick, J., Swafford, J., Findell, B., & National Research Council (U.S.). Mathematics
Learning Study Committee. (2001). Adding it up: Helping children learn
mathematics. Washington, DC: National Academy Press.
Larmer, J., & Mergendoller, J. R. (2010). 7 essentials for project-based learning.
Educational Leadership, 68(2), 34-37. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=508181009&site= ehost-live
Larmer, J. (2014). Boosting the POWER of PROJECTS. Educational Leadership, 72(1),
Larmer, J. (2016). It's a project-based world. Educational Leadership, 73(6), 66-70. Minnesota Department of Education (MDE). (2007). Minnesota academic standards;
Mathematics K-12. Retrieved from https://education.mn.gov/MDE/dse/stds/Math/
NCTM. (2000). Principles and standards for school mathematics
Schoenfeld, A. H. (2007). Assessing mathematical proficiency. Cambridge; New York:
Cambridge University Press.
Senk, S. L. (. L., 1943, & Thompson, D. R. (. R., 1954. (2003). Standards-based school
mathematics curricula: What are they? what do students learn?. Mahwah, N.J:
Lawrence Erlbaum Associates.
Tobias, E. S., Campbell, M. R., & Greco, P. (2015). Bringing curriculum to life. Music
APPENDIX A
Strand Standard No. Benchmark
9, 10, 11 Geo metry & Meas urem ent Calculate measurements of plane and solid geometric figures; know that physical measurements depend on the choice of a unit and that they are
approximations.
9.3.1.1 Determine the surface area and volume of pyramids, cones and spheres. Use
measuring devices or formulas as appropriate.
For example: Measure the height and radius of a cone and then use a formula to find its volume.
9.3.1.2 Compose and decompose two- and three-dimensional figures; use
decomposition to determine the perimeter, area, surface area and volume of various figures.
For example: Find the volume of a regular hexagonal prism by decomposing it into six equal triangular prisms.
9.3.1.3 Understand that quantities associated with physical measurements must be assigned units; apply such units correctly in expressions, equations and problem solutions that involve measurements; and convert between measurement systems. For example: 60 miles/hour = 60
miles/hour × 5280 feet/mile × 1 hour/3600 seconds = 88 feet/second.
APPENDIX B